Early Numbers & Counting
The progression of Early Numbers & Counting
Subitizing
Subitizing is the ability to quickly recognize and name a number up to 7 in a group without counting. It is important because it helps children develop a better understanding of numbers and their underlying meaning. Students who are not able to subitize are less efficient in solving problems because they have to count all every time. For example, a Kindergartener who sees this image and is not able to subitize would count every one of the dots to say how many. A student who is able to subitize might automatically see this as 7 or they might see 5 and count on 2 more. This skill leads into early addition strategies (see the "Addition & Subtraction" tab for more information!)
To practice subitizing at home, you can roll a dice and ask your student how many. Keep practicing until they can do it without counting every dot. Another way to practice subitizing is with your fingers. Show them a certain number of fingers for just a moment then put your fingers down, ask them how many they saw or have them try to mirror you.
The progression of counting
In Kinder, students learn to count up to 20 objects
They also learn the count sequence to 100 by 10s and 1s forward, and backwards from 20.
As students learn to count, in the beginning they are often memorized words that carry no meaning. Slowly the students begin to understand that those words represent a quantity, and that there is one word for every object. This is called one-to-one tagging. Find out how your student counts by putting out 20 or less objects and ask them "How many?"
Watch the following video of a 2 year old counting and see what you notice.
Does she ever double count a fruit? Does she ever skip one?
Do you think she understand that the last number word she is saying is the amount of blueberries that she has on her plate?
IMG_0570.MOVVisit the 'Math at Home!' tab for resources on how to support your child in counting at home!
DREME Family Math: What is counting and Why is it important?